"The purpose of the investigation reported here are: 1. To determine whether or not the junior college transfers do as good work as the native students of the North Texas State Teachers College..."--1.

丘海雄. / Thesis (M.A.)--香港中文大學, 1987. / Reprint of manuscript. / Qiu Haixiong. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1987. / 導論 --- p.1 / Chapter 第一章 --- 研究的問題 --- p.8 / Chapter 第二章 --- 理論與假設 / Chapter 第一節 --- 理論回顧 --- p.14 / Chapter 第二節 --- 變項與假設 --- p.21 / Chapter 第三章 --- 研究的方法 / Chapter 第一節 --- 自陳法 --- p.55 / Chapter 第二節 --- 樣本與資料收集過程 --- p.59 / Chapter 第三節 --- 概念的操作化和量度 --- p.63 / Chapter 第四章 --- 研究結果與分析 / Chapter 第一節 --- 兩變項分析 --- p.75 / Chapter 第二節 --- 多變項分析 --- p.79 / Chapter 第三節 --- 男女兩個群體的比較 --- p.98 / Chapter 第五章 --- 結論 / Chapter 第一節 --- 研究結果 --- p.107 / Chapter 第二節 --- 局限性 --- p.112 / Chapter 第三節 --- 討論與建設 --- p.114 / 注釋 --- p.117 / 中文參考資料 --- p.1 / 英文參考資料 --- p.1

by Vivian Mo-yin Cheng. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 89-94). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / LIST OF APPENDICES --- p.v / CHAPTER / Chapter I. --- INTRODUCTION --- p.2 / Purpose of the Study --- p.2 / Significance of the Study --- p.3 / Chapter II. --- REVIEW OF SELECTED LITERATURE --- p.5 / Sex differences --- p.5 / Sex-stereotypes --- p.8 / Sex-role Orientation --- p.14 / Expectancy-value Model --- p.19 / Chapter III. --- METHOD --- p.22 / Study Overview --- p.22 / Subjects --- p.22 / Procedure --- p.23 / Measures of --- p.25 / Academic Choice --- p.25 / Acheivement Motives --- p.26 / Sex-stereotypes --- p.29 / Sex-role Orientation --- p.34 / Past School Performances --- p.39 / Research Hypotheses --- p.42 / Data Analyses --- p.43 / Chapter IV. --- RESULTS --- p.47 / Sex-related differences --- p.47 / Effects of Sex-role Orientation --- p.50 / Effects of Sex-stereotypes --- p.54 / Path Model for Academic Choice --- p.56 / Chapter V. --- DISCUSSION --- p.61 / Summary of Findings --- p.61 / Implication of Findings --- p.62 / Further discussion on Sex-role Orientation --- p.68 / Directions for future research trend --- p.72 / Limitations of the study --- p.74 / APPENDICES --- p.76 / REFERENCES --- p.89

李玉梅. / "2005年6月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves 193-202). / "2005 nian 6 yue". / Abstracts in Chinese and English. / Li Yumei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 193-202). / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 硏究背景 --- p.2 / Chapter 1.3 --- 硏究方法 --- p.3 / Chapter 1.4 --- 硏究意義 --- p.3 / Chapter 第二章 --- 硏究回顧 --- p.5 / Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5 / Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8 / Chapter 第三章 --- 硏究設計 --- p.13 / Chapter 3.1 --- 硏究主題 --- p.13 / Chapter 3.2 --- 研究對象 --- p.13 / Chapter 3.2.1 --- 時段 --- p.13 / Chapter 3.2.2 --- 程度 --- p.14 / Chapter 3.2.3 --- 材料 --- p.15 / Chapter 3.3 --- 硏究方法 --- p.17 / Chapter 3.4 --- 硏究限制 --- p.17 / Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19 / Chapter 4.1 --- 歷史的進程 --- p.19 / Chapter 4.1.1 --- 「斷代」爲史 --- p.19 / Chapter 4.1.2 --- 統一與分裂循環 --- p.19 / Chapter 4.1.3 --- 螺旋型軌跡 --- p.21 / Chapter 4.1.4 --- 小結 --- p.21 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.22 / Chapter 4.2.1 --- 人民的角色 --- p.22 / Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23 / Chapter 4.2.3 --- 知識份子的角色 --- p.24 / Chapter 4.2.4 --- 小結 --- p.24 / Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25 / Chapter 4.3.1 --- 政治階層內的變動 --- p.25 / Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27 / Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27 / Chapter 4.3.4 --- 小結 --- p.29 / Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30 / Chapter 5.1 --- 中華民族的認同 --- p.30 / Chapter 5.1.1 --- 歷史悠久 --- p.30 / Chapter 5.1.2 --- 文化優越 --- p.31 / Chapter 5.1.3 --- 民族文化特色 --- p.32 / Chapter 5.1.4 --- 祖國大地的槪念 --- p.32 / Chapter 5.1.5 --- 共同祖先 --- p.33 / Chapter 5.1.6 --- 小結 --- p.33 / Chapter 5.2 --- 「中國」的認同 --- p.34 / Chapter 5.2.1 --- 「中國」的槪念 --- p.34 / Chapter 5.2.2 --- 國家的情感 --- p.36 / Chapter 5.2.3 --- 小結 --- p.37 / Chapter 5.3 --- 「中」、「外」關係 --- p.38 / Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38 / Chapter 5.3.2 --- 中國與外國的關係 --- p.42 / Chapter 5.3.3 --- 小結 --- p.46 / Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47 / Chapter 6.1 --- 孫國棟之經歷 --- p.48 / Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49 / Chapter 6.1.2 --- 投筆從戎 --- p.50 / Chapter 6.1.3 --- 抵港以後 --- p.55 / Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57 / Chapter 6.2.1 --- 體裁 --- p.57 / Chapter 6.2.2 --- 題材 --- p.61 / Chapter 6.2.3 --- 小結 --- p.66 / Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68 / Chapter 7.1 --- 現代教育教科書的特色 --- p.69 / Chapter 7.1.1 --- 寫作風格 --- p.69 / Chapter 7.1.2 --- 內容 --- p.71 / Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80 / Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80 / Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82 / Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87 / Chapter 8.1 --- 影響教科書編撰的因素 --- p.87 / Chapter 8.1.1 --- 政府 --- p.87 / Chapter 8.1.2 --- 課本出版社與作者 --- p.92 / Chapter 8.1.3 --- 小結 --- p.94 / Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95 / Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96 / Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98 / Chapter 8.2.3 --- 小結 --- p.100 / Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100 / Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101 / Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102 / Chapter 8.3.3 --- 作者的政治取態 --- p.104 / Chapter 8.3.4 --- 小結 --- p.107 / Chapter 第九章 --- 結論 --- p.108 / Chapter 9.1 --- 政權與教育 --- p.109 / Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109 / Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110 / Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111 / Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112 / Chapter 9.1.5 --- 小結 --- p.114 / Chapter 9.2 --- 未完的討論 --- p.114 / Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115 / Chapter 9.2.2 --- 未及的討論 --- p.116 / 附表 --- p.118 / 附錄中文參考書目 --- p.193 / 英文參考書目 --- p.199

郭伯良. / 论文(哲学{273464}士)--香港中文大学, 2004. / 参考文献 (p. 155-181). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Guo Boliang. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 155-181).

Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.

Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom's revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom's Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success.

By the time students transition from elementary to middle school, many do not demonstrate mastery of recalling basic math facts. This 8-week quasi-experimental quantitative study, based in cognitive development and theories of the construction of memory, used a 3-level independent variable experimental design to determine if there was a relationship between teachers' implementation of timed drill practices and the students' level of automaticity with regard to basic multiplication facts in 9 sixth-grade, regular education math classes. The control group received no intervention, the first treatment group received weekly timed drill practice for 3 minutes, and a second treatment group received daily timed drill practice for 3 minutes. Analysis of variance (ANOVA) procedures were used to measure the differences in pretest and posttest scores among the 3 treatment groups. Although no significant difference was found among the 3 groups' pretest performance, a significant difference among posttest performance was found. Scheffe' post hoc analysis revealed that the students who were administered daily timed practice drills performed statistically higher on the posttest than did the control group and first treatment group. Similarly, students in the weekly timed practice drill group had statistically significant higher gain scores than did students in the no treatment group. This study may lead to a shift in teachers' thought and practice regarding use of timed practice drills with the result of an increase of automaticity of basic math facts. Improved automaticity may lead to positive social changes including superior performance in math for regular education students that can lead to an increased sense of self-efficacy and higher graduation rates.

According to IDEA and NCLB requirements, students with disabilities are held to the same standards established for nondisabled students. The purpose of this quantitative study was to examine the impact of a special education inclusion program for middle school students with mild to moderate learning disabilities. Student outcomes were measured based on the Tennessee Comprehensive Assessment Program (TCAP) test scores for reading/language and mathematics. The theoretical foundation for this study was Vygotsky's social development theory applied to special education inclusion programs to support learning within the general curriculum for students with mild to moderate learning disabilities. An independent samples t test was used to measure the difference in the means of the TCAP scores for 2 cohorts of Grade 6, 7, and 8 students with disabilities (one group taught before the implementation of an inclusion program and one group taught after the implementation of an inclusion program). The findings indicated that inclusion had a significant positive impact on TCAP scores in both reading/language and mathematics. The implications for positive social change generated by this research include a better understanding of the impact of an inclusion program on the TCAP scores of students with mild to moderate learning disabilities at one middle school in Tennessee. Effective IEP decisions have implications for social change because positive educational experiences for middle school students with mild to moderate disabilities increase the likelihood such students will graduate from high school to enter higher education or the work force.

Self-efficacy beliefs, a component of Bandura's social cognition theory, provided the basis for this study of teachers' participation in professional learning. Training and positive experiences increase teacher efficacy, or the level of effort and persistence educators are willing to exert as they teach. The purpose of this quantitative study was to examine the relationship between teachers' participation in differentiated instruction (DI) in-service opportunities and teachers' knowledge and frequency of use of DI. It was hypothesized that middle school teachers' levels of DI training would be related to teachers' knowledge and use of DI in the classroom. An anonymous survey was used to collect data from 79 teachers. Regression analyses revealed that teachers' levels of DI training were not positively related to teachers' knowledge of DI, but there was a positive relationship between teachers' familiarity and use of content, process, product, and DI strategies. Teachers' education levels influenced their use of DI; however, teachers' experience levels did not. ANOVA was used to compare teachers' use of DI across grade levels, and results indicated that grade levels taught did not affect teachers' use of DI. Descriptive analyses indicated that most teachers were familiar with DI and used many of the DI techniques often; however, most reported that they learned how to differentiate using methods other than staff development. Many teachers reported that they would be willing to participate in future DI training. DI staff development is recommended as a way to educate teachers in additional DI methods. Implications for positive social change include increased DI training opportunities for teachers that can result in increased self-efficacy and instructional changes that can help improve student achievement.